Developing Successful Online Degree Programs at a Historically Black University

2019 ◽  
pp. 51-68
Author(s):  
Anisah Bagasra
Keyword(s):  
Online Education ◽  
Historically Black ◽  
Liberal Arts ◽  
Natural Extension ◽  
The United States ◽  
Black College ◽  
Degree Programs ◽  
Historically Black University ◽  
Online Degree ◽  
The University

This chapter presents an overview of the process of building online degree programs from the ground up utilizing data from the process at a four-year liberal-arts institution in the United States that also has a designation as a Historically Black College (HBCU). The university has expanded both its research and global focus in the past several years, and the development of online degree programs was a natural extension of a desire to produce global leaders through the lens of a traditional liberal arts degree program. This chapter discusses some of the challenges HBCUs and other minority-serving institutions (MSIs) face entering the online education marketplace, particularly the challenge of how HBCUs and MSIs can use their historic legacy and missions to distinguish themselves from competitors and meet the needs of online students.

The effect of stereotypes on black college test scores at a historically black university

2022 ◽  
Vol 194 ◽  
pp. 408-424
Author(s):  
Mackenzie Alston ◽  
William A. Darity ◽  
Catherine C. Eckel ◽  
Lawrence McNeil ◽  
Rhonda Sharpe
Keyword(s):  
Historically Black ◽  
Test Scores ◽  
Black College ◽  
Historically Black University

A pilot study of Supplemental Instruction for at-risk students at an Historically Black University (HBU) in South Africa

AILA Review ◽  
2003 ◽  
Vol 16 ◽  
pp. 52-61
Author(s):  
Constance Zulu
Keyword(s):  
South Africa ◽  
Historically Black ◽  
Kansas City ◽  
Student Perception ◽  
Supplemental Instruction ◽  
Assistance Program ◽  
Historically Black University ◽  
Legal Method ◽  
Significant Difference ◽  
The University

This article discusses a pilot investigation conducted between February and May 2002. The aim of this investigation was to assess the efficacy of the Supplemental Instruction (SI) program — which has a proven track record elsewhere — at an historically black university in South Africa. SI is an academic assistance program which was developed at the University of Missouri- Kansas City in 1973 by Deanna C. Martin and subsequently adopted countrywide and in other parts of the world. The pilot was conducted on a population of first year law students registered for an introductory module, “Introduction to South African Legal Method and Theory”. Two questions were investigated: 1. Does SI have an effect on students’ mastery of content? 2. Does SI have an effect on students’ perceptions of their mastery of skills? Three measures were used to explore these questions, namely pre and posttests of content mastery; student perception of skill mastery and end of course grades. Although there was no significant difference on the mastery of course content between SI and Non-SI participants, it was found that higher SI attendance rates resulted in slightly higher mean grades, suggesting that SI may have had some impact on the final course end grades. A significant difference at the .03 level was found between the mean grades of students who attended 4 or more sessions and those who attended 1–3 sessions. The investigation also revealed that a number of barriers and challenges need to be addressed for a successful SI program to be implemented at the university.

The Application of a Western-Style Liberal Arts Education Model in a Non-Western Environment

2016 ◽  
Vol 5 (1) ◽  
pp. 65-84
Author(s):  
Christian Etzrodt ◽  
Ronald Hrebenar ◽  
Michael Lacktorin ◽  
Don Nilson
Keyword(s):  
Liberal Arts ◽  
Arts Education ◽  
English Language ◽  
Western Society ◽  
Degree Programs ◽  
Liberal Arts Education ◽  
International College ◽  
Education Model ◽  
University Level ◽  
The University

This essay investigates the need for and the challenges associated with the establishment of western style liberal arts education in a non-western nation. Two such programs in Japan are examined: Akita International University and Yamanashi Gakuin University’s International College of Liberal Arts or iCLA. The authors have been deeply involved in the establishment and administration of both of these all-English language liberal arts ba degree programs. The difficulty of establishing a liberal arts education curriculum in a country like Japan is explored by examining the cultural and institutional obstacles within the Japanese system of higher education. The two case studies are presented to highlight the establishment problems and subsequent successes of these programs in a nation with little tradition of liberal arts education at the university level. Finally, the questions of how to justify a liberal arts education program and how to design such a program are discussed by an examination of the utility of area studies as an organizing framework for liberal arts education in a non-western society.

The Challenge of Distance Learning

2020 ◽  
Vol 32 (1) ◽  
pp. 137-152
Author(s):  
Michael E. Meagher ◽  
Keyword(s):  
Online Education ◽  
Liberal Arts ◽  
Online Teaching ◽  
The United States ◽  
Liberal Arts Institutions ◽  
New Beginning ◽  
Midwestern University ◽  
Novel Coronavirus ◽  
Silver Lining ◽  
Remote Learning

This essay explores the sudden shift from residential higher education to remote learning in the United States, a consequence of the novel coronavirus. It is a personal account of experiences as a professor at a Midwestern university. Many instructors had no training in online teaching. For university faculty, Covid-19 meant having to transform courses from in-person instruction to a remote platform practically overnight. Among the student comments I received were that I managed the online transition well. Over the next academic year, 2020-21, universities face challenges in resuming on-campus teaching, and the possibility that a new outbreak of the virus might bring a repeat of the Spring 2020 semester. Although that possibility sounds dire, there is hope that the shift to remote learning may offer a silver lining in the form of expanding course offerings beyond geographic areas and reaching a wider audience. For liberal arts institutions that are struggling financially, a rise in the use of remote learning and online education may offer a new beginning, and for public universities, potential new revenue given declining state support, a silver lining.

scholarly journals Introduction

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Pushpa Naidu Parekh
Keyword(s):  
Historically Black ◽  
African Diaspora ◽  
The United States ◽  
Black College ◽  
Special Issue ◽  
Historically Black College ◽  
Spelman College ◽  
Present Writing ◽  
Global Events ◽  
Pedagogical Frameworks

I am honored to represent the intellectual contributions of Spelman College’s faculty in this special issue. This publication is the first formal collection of scholarly and pedagogical articles on African Diaspora and the World (ADW) courses at Spelman College. We recently celebrated the twenty-fifth anniversary of our ADW Program, so the issue marks both a trajectory in a specific historically Black college as well as the intentional move towards internationalizing the educational enterprise in the United States. The contributors are faculty and program directors (past and present), writing on teaching and scholarship in ADW. I believe this issue is a timely intervention, especially when we read headlines like: “Americans Need to Learn More about World Outside America” (Gibbons) and “Why Many Americans Are Simply Clueless About Global Events” (Nelson). Eschewing neoliberal trends, the ADW story is a deliberative journey that dismantles false narratives of frontiers by embracing critical and analytical pedagogical frameworks and scholarship.

scholarly journals DOES STRONG FACULTY SUPPORT EQUAL CONSISTENT COURSE COMPLETION? IT HAS FOR DALLAS BAPTIST UNIVERSITY

2019 ◽  
Vol 13 (3) ◽  
Author(s):  
Kaye Shelton
Keyword(s):  
Online Education ◽  
Liberal Arts ◽  
Course Completion ◽  
Degree Programs ◽  
Online Classes ◽  
Student Groups ◽  
Graduate Degrees ◽  
Liberal Arts Institution ◽  
Dallas Baptist University ◽  
Course Completion Rate

Dallas Baptist University (DBU) is a private, Christian, liberal arts institution located in the DFW Metroplex. Just over 5,200 students, DBU provides both traditional undergraduate, adult and graduate degrees with the enrollment almost equally divided between the three student groups. Today, DBU offers 34 degree programs fully online maintain a course completion rate of 92–93% each semester with almost 2,000 students taking online classes. Because of its continued success and dedication to quality course development, the DBU online education department has become a model for several other higher education institutions.

scholarly journals What Is the University For?

2019 ◽  
Vol 2 (1) ◽  
pp. 39-58 ◽  
Author(s):  
Premesh Lalu
Keyword(s):  
Historically Black ◽  
The South ◽  
Historically Black University ◽  
The World ◽  
University Discourse ◽  
The University ◽  
Institutional Space

Abstract After apartheid, that is, after what some call racism's last word, how does the university institutionalized by the operation of apartheid reason imagine itself as being in and of the world? This is a question that lies at the heart of asking “What is the university for?” It is a question intensified in relation to thinking from the institutional space of a historically Black university. Apartheid's university is the last stand of what the article calls the Kantian university. Race accretes there, reminding us of that condition of university discourse that compels us to think ahead. After apartheid, the South answers to a desire that reaches beyond race as symptom toward a practice of post-apartheid freedom. Race, the article suggests, is perhaps better apprehended as supplement where the inventiveness of the modern university has hitherto resided. Apartheid in this reckoning is a university discourse. This is perhaps where we might set about remaking the university. To this end, the work of freedom threaded through the question of the South may lend itself as an indispensable resource.

African Studies at Historically Black Colleges and Universities

2002 ◽  
Vol 30 (2) ◽  
pp. 24-29
Author(s):  
Herschelle S. Challenor
Keyword(s):  
United States ◽  
Historically Black ◽  
The United States ◽  
Black Colleges ◽  
Black College ◽  
African Studies ◽  
Historically Black Colleges ◽  
Historically Black College ◽  
Howard University ◽  
Important Exception

Establishing an African studies program at a historically Black college or university (HBCU) may seem to make as much sense as carrying coals to Newcastle. In fact, though, very few of these institutions have African studies programs. Howard University is an important exception and was the first HBCU to establish an African studies program. That program, which was led initially by Rayford Logan, was created in 1953 following a $50,000 Ford Foundation grant in 1952. Anthropologist Melville Herskovits established the first African studies program in the United States in 1948. Howard University remains one of the few, if not the only, institution in the United States with an African Studies department that has its own faculty and that offers a doctorate in African studies.

scholarly journals Incorporating the Hybrid Learning Model into Minority Education at a Historically Black University

10.28945/2970 ◽  
2006 ◽  
Author(s):  
Nicole Buzzetto-More ◽  
Retta Sweat-Guy
Keyword(s):  
Higher Education ◽  
Historically Black ◽  
Hybrid Learning ◽  
Learning Model ◽  
The State ◽  
Full Time ◽  
Classroom Experiences ◽  
University System ◽  
Historically Black University ◽  
The University

Proponents of hybrid learning proclaim it to be an effective and efficient way of expanding course content that supports in-depth delivery and analysis of knowledge (Young, 2002) and increases students satisfaction (Campos & Harasim, 1999; Dziuban & Moskal, 2001; Rivera, McAlister, & Rice, 2002; Wu & Hiltz, 2004). In the years to come, hybrid learning is poised to cause a paradigm shift in higher education (Allen & Seaman, 2003; Lorenzetti, 2005; Young, 2002). Graham B. Spanier, president of Pennsylvania State University, was quoted in Young (2002) as saying that hybrid learning presents “the single-greatest unrecognized trend in higher education today.” This benefits of online and hybrid learning have been recognized by the State of Maryland. In a move to stimulate the use of alternative delivery methods, the regents of the University System of Maryland instituted a policy in 2005 that all students take on average 12 of their credits through out-of-classroom experiences and other nontraditional means. Included in the regents' definition of out-of-classroom experiences are e-learning, internships, student teaching, and a host of other activities. Diana G. Oblinger, vice president of Educause, was cited in Lorenzetti (2005) as saying that the Maryland system is recognizing that some online learning is an enhancement to students’ higher-education learning experiences even when those students are full-time on-campus residents. She asserted that the Maryland initiative indicates, and will result in, tangible growth in the hybrid learning model. This paper presents the findings of a study that examined student perceptions of hybrid business courses at a historically black university that operates within the University System of Maryland. Founded in 1886, the University of Maryland Eastern Shore (UMES) is a historically black, 1890 land grant institution and a member of the thirteen-campus University System of the State of Maryland.

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